A Comparative Study On The Behavior Of Questioning And Waiting In The Classroom Between Expert Chinese Teachers And Novice Teachers In Elementary School

Classroom is the main front for the training of elementary school students,and teachers need to use their time in the classroom teaching process.Classroom questioning is an important part of primary school classroom teaching.Appropriate use can produce unexpected results.What is the difference between the novice teacher and the expert teacher in the classroom teaching and other classroom teaching links is a topic worth exploring.This thesis compares the questioning behavior of novice teachers and expert teachers in class.The comparative study of waiting behaviors in classrooms can provide effective growth strategies for the development of novice teachers and promote the growth of novice teachers into expert teachers.In this paper,four research methods,literature analysis,observation,case analysis and interview,are used to compare and analyze the classroom waiting behavior of primary school Chinese expert teachers and novice teachers,and to analyze the differences between the two in classroom waiting behavior,highlighting that there is a big difference between novice teachers and expert teachers in waiting time for classroom questioning.Finally,this paper summarizes the following six problems in the classroom waiting behavior of novice primary school teachers:weak awareness of questioning and waiting,fast pace of teaching;unclear types of questions and lack of attention to lesson preparation;lack of attention to the importance of their own teaching language;neglect of students' subjective status,do not pay attention to feedback;lack of scientific and normative design of problem types;Not good at capturing,students' language and lack of flexibility in teachingIn view of the problems existing in novice teachers' waiting behavior,the researcher puts forward the following six strategies:strengthening novice teachers' awareness of asking and waiting,maintaining tolerance for students' learning speed;preparing lessons carefully to clarify the concepts of different types of problems;improving novice teachers' attention to the importance of their own teaching speech;attaching importance to students' subjective status,correctly recognizing the purpose of feedback;and rationally planning lessons.Classroom time can improve the scientificity and standardization of classroom questioning,make good use of students' speech,and pay attention to the flexible design of teaching.